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Grade 10 SC.F.1.4.1 BENCHMARK SC.F.1.4.1 Strand F Processes of Life Standard 1 The student describes patterns of structure and function in living things. Benchmark SC.F.1.4.1 The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. This benchmark also assesses SC.F.1.4.39 and SC.F.1.4.5.10 Item Type(s) MC, SR Benchmark Clarification The student identifies mechanisms and/or actions that facilitate biochemical reactions in body processes. Content Limits Items will list both the name and the symbol for chemical elements and compounds. Items will focus on metabolic processes. Items will NOT address moles or use scientific notation to describe quantities. Items will NOT require the student to recall specific metabolic pathways. Items may require the student to understand the behavior of enzymes in metabolism. Stimulus Attributes Items may provide the student with data in diagram, equation, or picture form. Response Attributes Items will describe units in which the answer is to be given. 9 The complete text of SC.F.1.4.3 is “The student knows that membranes are sites for chemical synthesis and essential energy conversions.” 10 The complete text of SC.F.1.4.5 is “The student knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.” 84 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.1.4.1 Sample MC Item Mike and his lab partner, Maria, collected data on their respiratory rates while performing different activities. The chart below shows their averages. The data above show a higher respiratory rate for increased activity. Which statement explains this relationship? A. ★ B. C. D. The muscles require more glucose to be delivered to them as their energy source. The muscles require a greater amount of oxygen (O2) to break down glucose to do work. The muscles require more hemoglobin to be delivered to them as their energy source. The muscles require a greater amount of carbon dioxide (CO2) to break down glucose to do work. 85 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.1.4.1 Sample SR Item Bromthymol blue, or BTB, is a liquid indicator that changes color from blue to yellow, depending upon the amount of carbon dioxide (CO2) present in the liquid as shown in the table below. Michelle exhales for 15 seconds through a straw into a beaker of blue BTB. It changes to green. Michelle exercises for 20 minutes and then immediately exhales for 15 seconds through a straw into another beaker of blue BTB. What color will the liquid in the second beaker become? Explain why this second color change occurs. Correct and Complete Response The BTB’s color will change to yellow-green, because increased exercise causes increased CO2 production; therefore, when Michelle exhales, high amounts of CO2 are absorbed into the BTB. This causes the color to change from blue to yellow-green instead of green. 86 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.1.4.4 BENCHMARK SC.F.1.4.4 Strand F Processes of Life Standard 1 The student describes patterns of structure and function in living things. Benchmark SC.F.1.4.4 The student understands that biological systems obey the same laws of conservation as physical systems. Item Type(s) MC Benchmark Clarification The student applies the laws of conservation of mass and energy to biotic systems. Content Limits Items will list both the name and the symbol for chemical elements and compounds. Items will NOT require knowledge of specific biochemical pathways. Items may address conversions of materials or transfer of energy. Stimulus Attributes Items may use diagrams or equations of chemical reactions to illustrate biochemical reactions. Response Attributes None specified. Sample MC Item Photosynthesis is an energy-requiring, or endergonic, reaction. Hydrogen (H2) atoms are transferred from water (H2O) to carbon dioxide (CO2), forming glucose (C6H12O6). Which of the following has happened to the energy after the reaction is complete? ★ A. B. C. D. Energy is lost in the process. Energy is stored in the glucose molecule. Energy is given off as heat in the reaction. Energy is released when the oxygen combines with other materials. 87 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.1.4.7 BENCHMARK SC.F.1.4.7 Strand F Processes of Life Standard 1 The student describes patterns of structure and function in living things. Benchmark SC.F.1.4.7 The student knows that organisms respond to internal and external stimuli. This benchmark also assesses SC.F.1.4.611 and SC.F.1.4.8.12 Item Type(s) MC Benchmark Clarification None specified. Content Limits Items will NOT address specific neurotransmitters or chemical pathways. Items may address electrical and chemical stimuli. Items may address responses shown by animals, microorganisms, or plants. Stimulus Attributes None specified. Response Attributes None specified. 11 The complete text for SC.F.1.4.6 is “The student knows that separate parts of the body communicate with each other using electrical and/or chemical signals.” 12 The complete text for SC.F.1.4.8 is “The student knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.” 88 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.1.4.7 Sample MC Item The pituitary gland in the brain regulates other glands, such as the thyroid gland. The thyroid gland sends messages back to the pituitary gland. How do the pituitary gland and thyroid gland communicate with each other? A. B. ★ C. D. DNA in pituitary cells diffuses into the thyroid. Electrons travel between the pituitary gland and the thyroid gland. Blood transports hormones between the pituitary gland and thyroid gland. The nervous system relays signals from the pituitary gland to the thyroid gland. 89 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.2.4.1 BENCHMARK SC.F.2.4.1 Strand F Processes of Life Standard 2 The student understands the process and importance of genetic diversity. Benchmark SC.F.2.4.1 The student understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction. Item Type(s) MC, GR Benchmark Clarification None specified. Content Limits Items will NOT assess knowledge of artificial methods of plant propagation. Items will NOT require the student to know specific stages of mitosis or meiosis. Items may address Mendelian genetics. Items may assess knowledge of different types of asexual and sexual reproduction. The student may be required to analyze examples of asexual and sexual reproduction. Stimulus Attributes Items may use diagrams of Punnet squares to illustrate reproduction. Response Attributes Items will describe units in which the answer is to be given. Items may require responses in the form of Punnet squares. 90 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.2.4.1 Sample MC Item Robert and Susan are married and have two children, one son and one daughter. The children have different hair color and eye color. Which of the following statements explains these differences in the children? A. B. ★ C. D. The environment affects these characteristics after birth. There is a lack of variation in the genes of parent sex cells. Sexual reproduction produces a fertilized egg that has a unique genetic makeup. Hormone changes in a pregnant woman’s body cause traits to develop differently in a fertilized egg. Sample GR Item Sickle-cell anemia results from the presence of a gene that causes abnormalities in red blood cells. The sickle-cell gene is more common in tropical areas, and the individual who is heterozygous for the gene (Ss) has increased resistance to malaria. If two individuals heterozygous for the sickle-cell gene have offspring, what percent of their offspring is expected to be heterozygous? Answer 50 91 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.2.4.2 BENCHMARK SC.F.2.4.2 Strand F Processes of Life Standard 2 The student understands the process and importance of genetic diversity. Benchmark SC.F.2.4.2 The student knows that every cell contains a “blueprint” coded in DNA molecules that specify how proteins are assembled to regulate cells. Item Type(s) MC Benchmark Clarification The student identifies the role of DNA in the production of cell proteins. Content Limits Items will address basic DNA structures and mechanisms of protein synthesis. Items may assess the general understanding of DNA function. Items may describe a specific situation outlining the relationship between DNA and cell proteins. Stimulus Attributes None specified. Response Attributes None specified. Sample MC Item Insulin is a protein that controls the metabolism of sugar. People whose bodies are unable to produce enough insulin must have regular injections of insulin. Scientists have been able to manipulate bacterial cells into producing this needed protein. How were scientists able to get the bacterial cells to produce human insulin? A. B. ★ C. D. They injected human insulin into the bacterial cell while it was undergoing cell division. They transferred the missing DNA code for insulin from the bacterial cell into human cells. They transferred a section of human DNA containing the code for insulin into the bacterial cell. They removed all of the bacteria’s DNA and replaced it with the DNA section containing the gene for insulin. 92 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.2.4.3 BENCHMARK SC.F.2.4.3 Strand F Processes of Life Standard 2 The student understands the process and importance of genetic diversity. Benchmark SC.F.2.4.3 The student understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. This benchmark also assesses SC.D.1.4.413 and SC.F.1.4.2.14 Item Type(s) MC, SR Benchmark Clarification The student identifies or explains how changes over time are reflected in body structures as observed in the succession of organisms over time. Content Limits Items requiring the student to make a connection between form and function will use easily recognizable examples. Items will NOT refer to evolution. Items may address adaptations. Items may address fossil evidence. Stimulus Attributes None specified. Response Attributes None specified. Sample MC Item Natural selection acts by taking advantage of natural variations in the traits of organisms within a population. What is the ultimate source of this variation? ★ A. B. C. D. changes in the environment mutations within the genetic code response to a need of the organism response to the stress of competition for food 13 The complete text for SC.D.1.4.4 is “The student knows that Earth’s systems and organisms are the result of a long, continuous change over time.” 14 The complete text for SC.F.1.4.2 is “The student knows that body structures are uniquely designed and adapted for their function.” 93 DRAFT, December 2002, © Florida Department of Education Grade 10 SC.F.2.4.3 Sample SR Item The coast of South America and a group of islands about 1000 kilometers (km) away both have large sea birds called cormorants. The cormorants on the mainland of South America are able to fly and dive to catch fish. Descendants of cormorants that flew to the islands are unable to fly. These descendants use their feet and wings to swim and dive. Over time, none of the cormorants on the island could fly. Explain why, over time, this trait occurred in all cormorants on the island. Correct and Complete Response Cormorants that were better at swimming survived more easily on the island. There was an advantage to having strong swimming skills over a strong flying ability. The strong swimmers passed on their traits to their offspring. 94 DRAFT, December 2002, © Florida Department of Education